Linguistic and cultural identity of Indonesian Americans in The United States

This article examines the second-generation immigrants in California and focuses on their language use and cultural identity as Indonesian-Americans. This study investigated to what extent home language use and community involvement influenced mastery of Indonesian heritage language and what factors affected the forming of cultural identity. Data were drawn from self-assessed Indonesian Oral Proficiency Questionnaire and in-depth interviews of sixteen Indonesian-Americans aged fifteen to early twenties. Their parents were also interviewed as triangulation. Results show that parents’ insistence in using Indonesian as home language and the youths’ investment in support community have enhanced the mastery of Indonesian heritage language. Furthermore, exposure to the language and culture, investment, and community factors have affected the transformation of cultural identity.

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Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

10.5772/intechopen.98634 ◽

2021 ◽

Author(s):

Sviatlana Karpava

Keyword(s):

Cultural Identity ◽

Collective Identity ◽

Heritage Language ◽

Language Use ◽

Second Generation ◽

Self Identity ◽

Second Generation Immigrants ◽

Hybrid Language ◽

Mainstream Society ◽

Socioeconomic Assimilation

There are both culturalist and structuralist approaches to the integration of the second-generation immigrants into mainstream society. These approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions. Individual identity is related to the sense of belonging, integration and engagement in the current space. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life trajectory of a migrant and connected to citizenship and solidarity. This study investigated heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (e.g. questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have a hybrid language and cultural identity, as well as multifarious perceptions regarding citizenship, inclusion and belonging. These immigrants try to assimilate to the target society, but at the same time they have a strong link with the community of residence, their L1 country and their heritage or home language. The participants also use mixed/multiple languages at home and elsewhere.

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Latinx and Immigrant Heritage Language Maintenance

Advances in Early Childhood and K-12 Education - Bridging Family-Teacher Relationships for ELL and Immigrant Students ◽

10.4018/978-1-7998-4712-0.ch009 ◽

2021 ◽

pp. 165-181

Author(s):

Alejandra Sanmiguel-López

Keyword(s):

English Language Learners ◽

Cultural Values ◽

Language Learners ◽

Heritage Language ◽

English Language ◽

The United States ◽

Home Language ◽

Heritage Language Maintenance ◽

Family Language ◽

The U.S

Research shows that children who speak a language other than English in Latinx and immigrant households make up a significant portion of schoolchildren in the United States and the process of developing and maintaining the heritage language (HL) is complex when that language is distinct from their classroom's language. This chapter explores the motivations parents have in maintaining the home language and the effect this has on Latinx and immigrant English language learners (ELLs) children. The motivations for preserving home language for Latinx and immigrant families are to maintain ties to Latinx cultural values and sustain cultural identity while also providing academic support for Latinx and immigrant ELLs students in the U.S. schools. Research on previous works of literature documents that through family language policy (FLP) practices and HL maintenance, Latinx and immigrant ELLs children can maintain and carry on their cultural values while simultaneously advancing academically in the U.S. schools.

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Resisting and Reversing Language Shift: Heritage-Language Resilience among U.S. Native Biliterates

Harvard Educational Review ◽

10.17763/haer.71.4.ku752mj536413336 ◽

2001 ◽

Vol 71 (4) ◽

pp. 676-709 ◽

Cited By ~ 54

Author(s):

Lucy Tse

Keyword(s):

Cultural Identity ◽

Identity Formation ◽

Heritage Language ◽

Literacy Environment ◽

Language And Culture ◽

Social Nature ◽

The Social ◽

Biliteracy Development ◽

Literacy Environments ◽

Cultural Identity Formation

In this article, Lucy Tse examines the experiences of one group of U.S. native bilinguals who have managed to develop high levels of literacy in both English and their home or "heritage" language (HL). This unique group has defied the typical pattern among U.S. minority language speakers of losing the home language while learning English. The results show that biliteracy development is aided by the coexistence of two sets of factors related to a) language vitality and b) literacy environment and experiences. Participants had high levels of perceived language vitality resulting from parental, institutional, and peer support, which helped in their formation of a social identity inclusive of their heritage language and culture. Having access to HL literacy environments and guidance from more literate adults and peers allowed the participants to observe the use of HL literacy in meaningful and socially important ways. Tse discusses these and other results in terms of social and cultural identity formation, literacy access and practices, and the social nature of literacy development. (pp. 677–709)

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Cultural identity of bilingual adults : a case study

10.32469/10355/85839 ◽

2021 ◽

Author(s):

◽

Anastasiia Gorlova

Keyword(s):

Cultural Identity ◽

Comparative Method ◽

The United States ◽

Structured Interviews ◽

Graduate Studies ◽

Hybrid Identities ◽

Language And Culture ◽

Constant Comparative Method ◽

Research Findings

This case study of the cultural identity of bilingual adults aims to discover the changes in the self-identification of sequential Russian-English bilingual adults that occur as a result of the immersion in the second language and culture. The study strives to answer the question of the change in self-identification of bilingual adults and the way they perceive those changes as well as the role that language plays in the transformation of identity. The participants of the study are Russian-born graduate students pursuing their graduate studies at the Universities in the United States. The data for this qualitative study were gathered through oral semi-structured interviews and samples of participants' writing and analyzed using the constant comparative method. The research findings show that the participants of the study are situated on a various levels of the construction of hybrid identities. Among the factors that influenced that transformation of identity, the most were the loss of network and connections and the differences between American and Russian cultures. Additionally, language as a factor in the change of self-identification affects the identity when individuals temporarily lose the ability to communicate and then learn new communication strategies that involve a system of both languages based on the principles of efficient communication.

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Language as a resource for ethnic and cultural identity: experience of Latvian expats in Sweden

The Romanian Journal for Baltic and Nordic Studies ◽

10.53604/rjbns.v13i2_3 ◽

2021 ◽

Vol 13 (2) ◽

pp. 27-59

Author(s):

Maruta Pranka ◽

Ilze Koroļeva ◽

Ginta Elksne

Keyword(s):

Cultural Identity ◽

National Culture ◽

Heritage Language ◽

Nordic Countries ◽

Point Of View ◽

Theoretical Point ◽

Linguistic Capital ◽

Culture Capital ◽

Ethnic And Cultural Identity ◽

Depth Interviews

The aim of this article is to investigate the experience and significance of the use and preservation of Latvian for native language maintenance, national culture and identity in the Nordic countries. This has been done by analysing native (heritage) language as a resource for ethnic and culture identity. The aim of the article is to ascertain the language situation in the diaspora, explore practices and perspectives regarding the sustaining of Latvian language and ethnic culture. From the theoretical point of view, the data is approached with reference to P. Bourdieu`s view on language skills as linguistic capital, a form of culture capital. The paper uses a combination of both quantitative survey and in-depth interviews with Latvian emigrants, especially those in the Nordic countries.

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A Preliminary Study Examining Parent Perceptions and Practices in Heritage Language Transmission in Texas

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig14-2019-0001 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1540-1551

Author(s):

Casey L. Taliancich-Klinger ◽

Kendra Gonzalez

Keyword(s):

Pilot Study ◽

Heritage Language ◽

Language Use ◽

Parent Perceptions ◽

Community Support ◽

Home Language ◽

Language Transfer ◽

Proficiency Level ◽

Preliminary Study ◽

Language Transmission

Purpose The purpose of this project was to explore characteristics impacting the transmission of a heritage language from a parent to a child from the parent's perspective to better understand challenges that families may face when trying to pass on a heritage language to their children. Method In this pilot study, 14 interviews were conducted with individuals who reported they were currently raising or had raised at least 1 child to be able to speak about language transfer practices and beliefs. Participants were interviewed regarding their own language use and proficiency. Participants were asked questions pertaining to their attitudes and their children's attitudes toward their home language. Interviews were transcribed and analyzed for emergent themes related to language transmission and challenges to passing down the heritage language to their child. Results Common themes that emerged related to parents passing down their heritage language included the community the families resided in and the parent's proficiency level. Conclusion It is important for educators and clinicians to understand how a parent's decision to pass down their language may be impacted by how much community support they experience and how proficient parents are in their heritage language. Implications of these results for educators and caretakers are discussed.

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Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

Heritage Language Journal ◽

10.46538/hlj.4.1.5 ◽

2006 ◽

Vol 4 (1) ◽

pp. 29-46

Author(s):

Heather Weger-Guntharp

Keyword(s):

Language Learners ◽

Home Environment ◽

Heritage Language ◽

Language Use ◽

Home Language ◽

Heritage Language Learners ◽

Self Identity ◽

First Semester ◽

Classroom Activities ◽

Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

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Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

Heritage Language Journal ◽

10.46538/hlj.4.1.6 ◽

2006 ◽

Vol 4 (1) ◽

pp. 29-46

Author(s):

Heather Weger-Guntharp

Keyword(s):

Language Learners ◽

Home Environment ◽

Heritage Language ◽

Language Use ◽

Home Language ◽

Heritage Language Learners ◽

Self Identity ◽

First Semester ◽

Classroom Activities ◽

Chinese Heritage Language

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Language use and intergenerational transmission of heritage Veneto in the rural area of Santa Teresa, Brazil

International Journal of the Sociology of Language ◽

10.1515/ijsl-2019-2047 ◽

2019 ◽

Vol 2019 (260) ◽

pp. 37-59

Author(s):

Sarah Loriato

Keyword(s):

Rural Area ◽

Heritage Language ◽

Language Use ◽

Language Shift ◽

Age Groups ◽

The United States ◽

Southeastern Brazil ◽

Language Abilities ◽

Preliminary Study ◽

Near Future

Abstract This article examines the current sociolinguistic situation of Veneto in Santa Teresa, a small municipality located in the highlands of the state of Espirito Santo, in Southeastern Brazil. Santa Teresa was founded in 1874 by a group of about 300 Italian immigrants from Veneto-speaking towns in Northern Italy. The study is based on a survey conducted in 2016, which compares three distinct age groups of descendants of Veneto heritage residing in the rural area of Santa Teresa by examining self-rated language abilities in both Veneto and Portuguese, language use, and attitudes. The 98 informants that participated in this study belong to the third, fourth, fifth, and sixth generations of Veneto descendants. At the conclusion of this preliminary study, the results of the self-evaluations show that Veneto continues to be spoken and used at home, at work, and with neighbors and friends by respondents of all of these generations, which means that the rural community of Santa Teresa surpassed the typical three-generation shift to the majority language observed in heritage language families in the United States. However, findings also indicate that language shift towards Portuguese is taking place in Santa Teresa, and that the heritage language runs the risk of disappearing in the near future if nothing is done to stop the ongoing language shift.

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Language biographies and multilingual language use: A sociolinguistic study of young refugees from Syria, Iran, and Afghanistan living in Germany

Open Linguistics ◽

10.1515/opli-2021-0017 ◽

2021 ◽

Vol 7 (1) ◽

pp. 342-351

Author(s):

Johanna Holzer

Keyword(s):

Social Group ◽

Heritage Language ◽

Language Use ◽

Family Background ◽

Cultural Identities ◽

Special Focus ◽

Language And Culture ◽

L2 Learning ◽

The Individual

Abstract This paper describes the individual experiences with migration-related multilingualism of young refugees from Syria, Iran, and Afghanistan living in Germany. Young refugees are a social group of particular linguistic interest because their late L2 learning takes place with limited family background and limited maintenance of heritage language and culture. These interview excerpts are connected to the current dissertation project titled “Sprachbiographien: Das Beispiel junger Geflüchteter aus Syrien, Iran und Afghanistan” (“Language Biographies: The example of young refugees from Syria, Iran and Afghanistan”). The nonrepresentative corpus of the study comprises 21 language biographical interviews with female and male refugees between 17 and 27 years. Specific guidelines were adhered to obtain insights into participants’ languages and cultural identities with a special focus on strategies of multilingual performances. The aim of this article is to show how young refugees’ language biographies are influenced by multilingual language use, based on selected samples from this survey.

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